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Research Brief

The relationship of scientific questioning and scientific argumentation

August 1, 2011
In this study, researchers investigated how student-generated questions could operate to advance scientific argumentation and understanding in a middle school classroom by illuminating prior knowledge, highlighting inconsistencies, and identifying and evaluating evidence, among other things. This article might be relevant to ISE educators who use or want to use student questioning to advance students' scientific reasoning in structured educational programs.


  • BB 2015 leaves2
  • Citation

    Discipline: Education and learning science
    Audience: Middle School Children (11-13) | Educators/Teachers | Museum/ISE Professionals | Evaluators

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